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Teachers talk: an analysis of direct and indirect influences for young learners in EFL class
Oleh:
Indriyani, Christina Eli
;
Trioktawiani, Fransiska Regita
Jenis:
Article from Proceeding
Dalam koleksi:
KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional
,
page 86.
Topik:
teacher talk
;
direct influence
;
indirect influence
;
young learners
;
EFL class
Fulltext:
86.Christina Eli Indriyani1, Fransiska Regita Trioktawiani OK.pdf
(218.58KB)
Ketersediaan
Perpustakaan PKBB
Nomor Panggil:
406 KLA 17
Non-tandon:
tidak ada
Tandon:
1
Lihat Detail Induk
Isi artikel
This study tried to investigate the types of teachers talk in classroom interaction. According to Flanders (1970) as cited in Richards (2003), there are two types of teacher talk; those are direct influence and indirect influence. In this study, the researchers would only focus on direct and indirect influences because the purpose of this study was to find out the role of the teachers in classroom interaction. The study was limited into direct and indirect influences since the teachers were still teachers candidates and they had been taught about teacher talk during their micro teaching and teaching practicum classes. Therefore, the proposed research question was what are the direct and indirect influences of teacher talks for young learners that appeared in EFL class? To answer the research question, descriptive quantitative research was employed in this study by using observation sheet and video recordings. The participants were five pre-service teachers from English Education Department of a private university in Jakarta. The teachers had joined teaching practicum last semester so that they had had experiences in teaching primary school students. Those teachers were chosen because they taught the same level of students. Their score for teaching practicum was A, so that their English speaking was considered good. Through the video recordings and using the observation sheet, the researchers analyzed the categories of direct and indirect influences which revealed in the teacher talk, such as accepting feeling, praising or encouraging, accepting or using ideas of students, and asking questions. From the result, indirect influence of teacher talk were more frequently used (59%). Teachers indirectly influences the students by asking questions. The direct influence gained 41% of the whole teacher talks with giving direction as the highest frequency (30%). Finally, this study was hopefully beneficial for the English department and universities to provide better learning process, other teachers’ candidates that still improve their speaking skills to be more aware of their talks during teaching, and future researchers to broaden the field of study.
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